Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? Nothing at all about this
W = What do you want to learn? what it is and how to implement it and how to use the wiki page. I am not even sure if I am writing on the correct page.
L = What have you learned? (we'll do this last one later) how I could use this in my classroom
I've learned the difference between gamification and game based learning. That game based learning is really a great way to foster student engagement.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Maths lessons - regardless of outcomes. I might try to allocate points to children who make attempts or get things correct. I think I will keep it loose but work on the honour system. Ill give it a try and see how it goes.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Interesting. The moment I said I was allocating points to things my student's level of engagement instantly increased. It is the competitiveness in them and they don't even know what they are aiming for yet.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubric to this page.)
I never looked at the PRC as gamification before, but then again I never really understood gamification and game based learning. The PRC is using the same sort of system I am using in maths, which is get points for doing something. The difference though is the PRC has some great extrinsic motivators.We can't all do that as teachers, because we would go broke and its also not healthy to train our students to only work for extrinsic rewards.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubric to this page.)
I love this concept. I want to do this with my class. We do project based learning at our school, so the Zombie Based Learning program would fit in perfectly. I am going to speak with my colleges and see if we can do this.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Side Show Alley
Lesson outcomes
§ EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and featuresEN3-2A composes, edits and presents well-structured and coherent texts
§ST3‑5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints
§ ST3-6PW describes how scientific understanding about the sources, transfer and transformation of electricity is related to making decisions about its use
§CA‑VAS3.1 investigates subject matter in an attempt to represent likenesses of things in the world
§ CA-VAS3.2 makes artworks for different audiences assembling materials in a variety of ways
Description of your audience
Stage 3 students (years 5 and 6)
There are 84 students in one large Open Learning Space with 4 teachers who team-teach.
Students are sports enthusiasts (especially football-soccer and tennis) and are in general quite competitive.
Time constraints We would work on this each afternoon for 2 hours for 3 weeks.
Game Elements The class will receive a letter from the Green Tools and Toys Company which manufactures “green” electrically-operated tools and toys that do not need to be plugged into an outlet and also are friendly to the environment. The letter will request student assistance for developing arcade games to put into their new Side Show Alley.
Students will be shown how to create simple circuits in ‘electrical workshops’, and then they will collaborate in small groups of 4 to develop an arcade game that includes at least one simple circuit.
84 children in groups of 4 equals 21 groups.
Once the arcade games are developed the students will set up their arcade games in the Open Learning Space and invite their parents in to play. Every visiting parent will be given a book of 18 tickets. Each Arcade Game will cost one ticket to play. Parents will not be able to play all games, as they wont have enough tickets, so students will need to consider signage and marketing aspects of their Arcade Game to ensure people come to play at their site.
Each group will need to count up their tickets at the end of the experience. The groups with the most tickets will win extra exclusive arcade time.
Fun check This project will include serious fun by creating an Arcade Game that will be fun to play, and social fun by bringing in an audience to show case their learning with.
Have you filled in the evaluation? Have you found the bonus level content?
Have you found the bonus level content?
Karen G
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? Nothing at all about this
W = What do you want to learn? what it is and how to implement it and how to use the wiki page. I am not even sure if I am writing on the correct page.
L = What have you learned? (we'll do this last one later) how I could use this in my classroom
I've learned the difference between gamification and game based learning. That game based learning is really a great way to foster student engagement.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Maths lessons - regardless of outcomes. I might try to allocate points to children who make attempts or get things correct. I think I will keep it loose but work on the honour system. Ill give it a try and see how it goes.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Interesting. The moment I said I was allocating points to things my student's level of engagement instantly increased. It is the competitiveness in them and they don't even know what they are aiming for yet.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubric to this page.)I never looked at the PRC as gamification before, but then again I never really understood gamification and game based learning. The PRC is using the same sort of system I am using in maths, which is get points for doing something. The difference though is the PRC has some great extrinsic motivators.We can't all do that as teachers, because we would go broke and its also not healthy to train our students to only work for extrinsic rewards.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubric to this page.)
I love this concept. I want to do this with my class. We do project based learning at our school, so the Zombie Based Learning program would fit in perfectly. I am going to speak with my colleges and see if we can do this.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Side Show Alley
Lesson outcomes
Description of your audience
Time constraints
We would work on this each afternoon for 2 hours for 3 weeks.
Game Elements
The class will receive a letter from the Green Tools and Toys Company which manufactures “green” electrically-operated tools and toys that do not need to be plugged into an outlet and also are friendly to the environment. The letter will request student assistance for developing arcade games to put into their new Side Show Alley.
Students will be shown how to create simple circuits in ‘electrical workshops’, and then they will collaborate in small groups of 4 to develop an arcade game that includes at least one simple circuit.
84 children in groups of 4 equals 21 groups.
Once the arcade games are developed the students will set up their arcade games in the Open Learning Space and invite their parents in to play. Every visiting parent will be given a book of 18 tickets. Each Arcade Game will cost one ticket to play. Parents will not be able to play all games, as they wont have enough tickets, so students will need to consider signage and marketing aspects of their Arcade Game to ensure people come to play at their site.
Each group will need to count up their tickets at the end of the experience. The groups with the most tickets will win extra exclusive arcade time.
Fun check
This project will include serious fun by creating an Arcade Game that will be fun to play, and social fun by bringing in an audience to show case their learning with.
Have you filled in the evaluation? Have you found the bonus level content?
Have you found the bonus level content?